Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences ALSYS : Jurnal Keislaman dan Ilmu Pendidikan
Chairul Azmi Lubis
Unknown Affiliation
Religion Arts Humanities Economics, Econometrics & Finance Social Sciences Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
The Strategy of Islamic Religious Education Teacher in Applying Hidden Curriculum to Increase Student Learning Activeness Haidir Haidir; Muhammad Alfaridzi Matondang; Chairul Azmi Lubis; Aisyah Siregar
Budapest International Research and Critics Institute (BIRCI-Journal): Humanities and Social Sciences Vol 4, No 1 (2021): Budapest International Research and Critics Institute February
Publisher : Budapest International Research and Critics University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33258/birci.v4i1.1685

Abstract

In accordance with the formulation of the problem, this study aims to find out: PAI teachers 'strategies in implementing the hidden curriculum to increase the learning activity of students, Implementation of the hidden curriculum carried out by teachers to increase students' learning activeness, Barriers faced by teachers in implementing hidden curricula and solutions against the obstacles faced by teachers in implementing the hidden curriculum.The research method used is seen from the type of research is qualitative research, and in the data collection process, the authors use the method of observation, interviews and documentation. As for the analysis, the writer uses a qualitative descriptive analysis, which is in the form of written or oral data from the person or actor being observed so that in this case the writer conducts research that describes the actual situation as a whole. The results of the research conducted indicated that, among others: There was a strategy of Islamic Education teachers in implementing the hidden curriculum to increase the learning activity of students. The implementation of the hidden curriculum carried out by the teacher to increase the learning activeness of students is so diverse. There are obstacles faced by teachers in implementing the hidden curriculumas well, the lack of teacher understanding in the use of IT in the learning process, the lack of facilities and infrastructure in the learning process, the presence of students a little late in the learning process. There are various solutions to the obstacles faced by teachers in implementing the hidden curriculum.
Elemen-elemen Perubahan dalam Kurikulum 2013 Chairul Azmi Lubis
ALSYS Vol 2 No 2 (2022): ALSYS: Jurnal Keislaman dan Ilmu Pendidikan
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (470.995 KB) | DOI: 10.58578/alsys.v2i2.256

Abstract

The 2013 curriculum is the development of the Competency-Based Curriculum which was pioneered in 2004 and the 2006 KTSP. Teachers must have adequate and mature readiness, starting from readiness in terms of qualifications, competencies and also being ready in terms of common understanding and mindset towards the curriculum. the new. The learning process that encourages students to be active is only possible if the teacher's mindset has changed, has been running in accordance with the direction and changes of the 2013 Curriculum. Failure to change the teacher's mindset will be a source of failure to implement the 2013 Curriculum. The problem is that changes in the teacher's mindset cannot be done in a short time. According to the Ministry of Education and Culture of the Republic of Indonesia, the focus of developing the 2013 curriculum is to reduce the number of subjects, reduce subject matter and increase lesson hours. Referring to Government Regulation No. 32 of 2013 concerning National Education Standards, there are four changes to this new curriculum, namely: First, Changes to Graduation Standards/SKL (Permendikbud no. 54 of 2013). Second, changes to content standards (Permendikbud no. 64 of 2013). Third, changes to process standards (Permendikbud no. 65 of 2013) and Fourth. Changes in the assessment aspect (Permendikbud no. 66 of 2013). While the other four standards did not change.
Co-Authors Aisyah Siregar G. Gunawan Muhammad Alfaridzi Matondang